The Legitimacy of Didactic Philosophizing for Children in Light of the Digital Revolution

Abstract

The cognitive and digital explosion in Western thought makes it imperative to reflect on the project of creating a young philosopher, by anchoring a strategy to establish critical thinking from childhood—in Algerian society. This approach reflects the sociocultural orientations of the learner, where the teacher plays a crucial role in shaping the child’s consciousness, while addressing the challenges that hinder this process. For this, it is crucial to exploit Western experiences such as that of Matthew Lipman in the United States and Michel Tozzi in France. Algeria has the potential to become a model in the didactic, pedagogical, and cognitive foundations of philosophy for children. The philosophical project aims to develop critical thinking according to criteria of truth and falsity, by encouraging a culture of questioning based on children's skills and orientations. It is also about opening specific educational programs for children and improving their performance based on the principles of philosophy: problems, understanding, argumentation.

Keywords

• Educational Programs in Algeria
• Philosophy from Childhood
• Digital Revolution
• Critical Thinking
• Didactic Philosophy

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